1-Smart Choices Curriculum Grade 3

Grade 3
TEACHING AND LEARNING CONNECTIONS

Activities included in this section have been developed
to meet learning expectations and skill and knowledge
development in the following curriculum
 Health
 Language
 Mathematics
 Science
 Social Studies
 The Arts
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Preparing students for life and work
Live Safe! Work Smart! Activity guide is designed to help you, the New Brunswick elementary school teacher, meet
curriculum expectations while you provide your students with critical health and safety skills and knowledge to live, play
and, eventually, work injury-free. Teaching health and safety to students and reinforcing safety in daily routines will make
a difference. You will prevent injuries and save lives. Students begin volunteering and some take on some paid work
while they are in elementary school. Foundational knowledge of health and safety, as early as Kindergarten, will instill
safe behaviours that will carry children through to adulthood and prepare them for safety lessons they will receive in
secondary school.
This resource was written and produced by a small team from the Ontario Ministry of Labour and the Workplace Safety
and Insurance Board, in cooperation with the Ministry of Education. To help meet specific outcomes within the New
Brunswick curriculum, WorkSafeNB has adapted the program.
ACKNOWLEDGMENT
WorkSafeNB wishes to extend a special thanks to the Ministry of Labour of Ontario for allowing us to adapt their Live
Safe! Work Smart! Program for use within New Brunswick schools. Without their contribution, this program would not
have been possible.
© Queen's Printer for Ontario, *2007. Reproduced with permission.

Introduction
In Grade 3, learning to add simple numbers, understanding the basics of how the world works and growing as socially
conscious members of the community are significant achievements. This is not only a time of awakening, but also a
critical growth period in which to instill skills, knowledge and values that will carry your students through life.
As a teacher, you have a special opportunity to influence positive behaviours among young students. By teaching them to
think about safety in daily activities or when planning a special event at school or home, you are preparing them for life.
If they can learn to think through activities to determine if there is a danger to them or others at this early age, and learn
to STOP and ASK if they think something is dangerous before acting, they will have a skill that will prevent injuries now
and set a pattern for a life of safe behaviours and positive decision-making. Your lessons will prevent serious injuries and
tragedies. Grade 3 activities match safety-related curriculum expectations, but also lays an important foundation of
knowledge that will prepare students for more advanced safety concepts taught in senior grades.
It is our hope that you will incorporate Live Safe! Work Smart! Activity Guide whenever you teach students about the
importance of safety in the classroom and in their lives.
© Queen’s Printer for Ontario, *2007. Reproduced with permission.

NEW BRUNSWICK CURRICULUM LINKS
The Live Safe! Work Smart! Activity guide helps meet several New Brunswick Curriculum links.
The following outcomes can be met using this guide.
GRADE 3
Arts
Students will be expected to use tools, materials and equipment safely and appropriately
English Language Arts
1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas,
feelings, and experiences.
2. Students will be expected to communicate information and ideas effectively and clearly, and to respond
personally and critically.
4. Students will be expected to select, read, and view with understanding a range of literature, information, media,
and visual texts.
5. Students will be expected to interpret, select, and combine information using a variety of strategies, resources,
and technologies.
6. Students will be expected to respond personally to a range of texts.
10. Students will be expected to use a range of strategies to develop effective writing and other ways of
representing and to enhance their clarity, precision and effectiveness.
Health
Protecting Yourself, Your Family and Your

Students will demonstrate an understanding of and practise skills to enhance personal safety, prevention of illness, the
safety of others and protection of the environment.
A1) distinguish between communicable and non-communicable diseases
A2) describe ways to make the community a healthier and safer place to live and work
Community Personal Wellness

Students will demonstrate an understanding of all dimensions of health and well-being and make informed decisions
that contribute to an active, healthy lifestyle.
B1) describe personal habits that contribute to improved health
Music Education
GCO 1: Students will explore, challenge, develop, and express ideas, using the skills, language, techniques and processes of
the arts.
GCO 2: Students will be expected to create and/or present, collaboratively and independently, expressive products in the
arts for a range of audiences and purposes.
Personal Development
Outcome # 1.4 Having completed the K-5 Personal Development and Career Planning Curriculum, each student
will understand, value, and practise responsible behaviour in the home, school, and community.
will recognize that skills and understandings developed at school are transferable to work situations.
will have an awareness and appreciation of work.
will be aware of and value the development and maintenance of a healthy lifestyle.
Science
Safety
408 show concern for their safety and that of others in carrying out activities and using materials
420 show concern for their safety and that of others in planning and carrying out activities and in choosing and
using materials
421 become aware of potential dangers
434 show concern for safety in planning, carrying out, and reviewing activities
435 become aware of the consequences of their actions
449 show concern for safety and accept the need for rules and regulations
450 be aware of the direct and indirect consequences of their actions
Social Studies
Citizenship, Power, and Governance

Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship and the
origins, functions, and sources of power, authority, and governance.
1.Identify examples of their rights and responsibilities as citizens

2.Recognize that laws influence their personal lives
3.Take age-appropriate actions to demonstrate their responsibilities as citizens
Activities: Grade 3
Arts: A Personal Development: PD
English language Arts: ELA Science: Sc
Health: H Social Studies: SS
Music Education: M
Outcome(s) Page #
Title of Activity Purpose of Activity
Identifying and
Solving Problems
1: Safe and Students are asked to decide if certain liquids are safe or A: Safety; ELA: 1, 2, 4, 6, 10; H: A2, B1; 1
dangerous liquids dangerous. PD: 1.4, 3.3; Sc: 408, 420, 421, 434, 435,
449, 450; SS: Rules and responsibilities.
2: Recognizing Students learn the importance of reading hazard labels. A: Safety; ELA: 1, 2, 4, 6, 10; H: A2, B1; 3
hazard labels PD: 1.4, 3.3; Sc: 408, 420, 421, 434, 435,
3: Identifying safety Two exercises teach students to identify basic safety gear A: Safety; ELA: 1, 2, 4, 6, 10; H: A2, B1; 5
gear and activities or occupations where the gear would be PD: 1.4, 2.4, 3.1, 3.3; Sc: 408, 420, 421,
used. 434, 435, 449, 450; SS: Rules and
responsibilities.
4: Spot the hazard Students identify potential hazards in a drawing of a ELA: 1, 2, 4, 6, 10; H: A2, B1; PD: 1.4, 10
messy bathroom and suggest ways to fix the problems. 3.3; Sc: 408, 420, 421, 434, 435, 449, 450;
SS: Rules and responsibilities.
5: Safety maze A maze activity presents some hazards for the students to ELA: 1, 2, 4, 6, 10; H: A2, B1; PD: 1.4, 12
avoid. 3.3; Sc: 408, 420, 421, 434, 435, 449, 450;
SS: Rules and responsibilities.
6: Don’t share germs A two-part activity to teach younger students how germs ELA: 1, 2, 4, 6, 10; H: A1, A2, B1; PD: 1.4, 14
from biological hazards threaten our health. Part 1 3.3; Sc: 408, 420, 421, 434, 435, 449, 450;
provides a hands-on demonstration to show how germs SS: Rules and responsibilities.
spread. Part 2 teaches students how to wash their hands
properly to prevent the spread of germs.
A more advanced activity asks where germs come from, ELA: 1, 2, 4, 6, 10; H: A1, A2, B1; PD: 1.4, 17
7: Fighting germs!
how they get into our bodies, and what we can do to 3.3; Sc: 408, 420, 421, 434, 435, 449, 450;
protect ourselves. SS: Rules and responsibilities.
Emphasis on
Literacy
8: Safety rhymes
Students analyze and create rhymes based on safety ELA: 1, 2, 4, 6, 10; H: A2, B1; M: GCO1, 21
themes. GCO2; PD: 1.4, 3.3; Sc: 408, 420, 421,
434, 435, 449, 450; SS: Rules and
responsibilities.
9: Get rhythm!
Students sing and dance to safety songs. ELA: 1, 2, 4, 6, 10; H: A2, B1; M: GCO1, 22
GCO2; PD: 1.4, 3.3; Sc: 408, 420, 421,
434, 435, 449, 450; SS: Rules and
responsibilities.
10: Safety rules!
Students learn the importance of safety rules and of A: safety; ELA: 1, 2, 4, 6, 10; H: A2, B1; 25
thinking about safety before starting any activity. PD: 1.4, 3.3; Sc: 408, 420, 421, 434, 435,
Focus on
Vocabulary
11: Safety alphabet An activity to get students thinking about safety concepts ELA: 1, 2, 10; H: A2, B1; PD: 1.4, 3.3; Sc: 26
while developing their vocabulary of safety words. 408, 420, 421, 434, 435, 449, 450; SS:
Rules and responsibilities.
12: Safety word Two word scramble puzzles challeng students’ knowledge ELA: 1, 2, 10; H: A2, B1; PD: 1.4, 3.3; Sc: 27
scramble puzzles of safety words. The second puzzle has a message to 408, 420, 421, 434, 435, 449, 450; SS:
decipher as well. Rules and responsibilities.
13: Hazard symbol Students solve a word scramble using their knowledge of ELA: 1, 2, 10; H: A2, B1; PD: 1.4, 3.3; Sc: 30
word search hazard symbols. 408, 420, 421, 434, 435, 449, 450; SS:
Rules and responsibilities.
1
Activity 1: Safe and dangerous liquids
1
I DENT IFYING & S OLVING
PROBLEM S The first step in knowing how to handle chemicals safely is being able to recognize the difference between
 Decision making a safe and a dangerous liquid. Students should understand the rules for dealing with liquids and in all cases
 Identifying hazards should stop and ask someone to help them identity the contents of a container before they use any liquid in it.
 Analysis
Answers:
G etting started
This activity can be done by students
individually or working in small groups.
It could also be used as the basis for a
class discussion.
Photocopy the next pag e and hand
it out or, for a class discussion, make
an overhead and project it in the
classroom.
100%
If students are doing the exercise Orange Blue liquid
Juice in a cola
individually they can colour in the bottle
pictures of safe liquids. In groups or in BLEACH
a class discussion they should identify
why each liquid is safe or dangerous
and decide what they should do if
they encounter any of the dangerous
liquids. Three rules for dealing with liquids in containers:
Start by going over the three rules to  Is there a symbol on the container? Anything besides a recycling
the right with your students. symbol could mean danger.
 If there is no label on a container and there is a liquid inside always
assume the liquid is dangerous.
 If there is an unusual liquid in a familiar container (i.e. a blue liquid in
a cola bottle) treat it as dangerous.
Teacher’s Note
Live Safe! Work Smart!
Safe or dangerous?
Find the dangerous liquids in the pictures below and cross them out. Colour in the safe liquids.
100%
Orange Blue liquid in a
Juice cola bottle
BLEACH
2
2
Activity 2: Recognizing hazard labels
3
PROBLEM S Students should be able to recognize labels on household chemical products indicating that something in the
 Investigation product could harm them. They may not know exactly how this could happen, but they should know that, if
 Identifying issues they see one of these labels, they shouldn’t touch or smell the product and should ask an adult for assistance.
 Evaluation
 Problem solving
Symbol Hazard Where you might see a label

G etting started
This container can explode if heated  Aerosol containers
Explosive
Photocopy and distribute the handout or punctured. Flying pieces of metal
on the following pag e. While students or plastic can cause serious injuries.  Propane tanks
study the pictures, discuss what the
symbols warn them about. Have the
students draw the symbols inside the
This product will burn skin or eyes on  Toilet bowl cleaner
outline shapes using the small pictures
Corrosive
contact, or the throat and stomach if
as guides. Ask them to write down the swallowed.  Oven cleaner
name of a product that they think might
have a label with the symbol on it.
This product or its fumes will catch
Flammable
fire easily if it is near heat, flames or  Adhesives

sparks. Rags used with this product  Gasoline
may begin to burn on their own.
A triangle around the symbol
means the container is
dangerous, while an octagonal Licking, eating, drinking or, some-  Windshield washer fluid
Poisonous
symbol means the contents of times, smelling this product will  Furniture polish
the container are dangerous. cause illness or death.  Weed killer
For more information…

Visit Health Canada’s website to learn more about labelling of household chemical products
www.healthcanada.gc.ca/cps
Teacher’s Note
Know the hazard symbols

Draw in the rest of each symbol. Give an example of something that might have the symbol on it.
Can blow up or explode Can burn me
Example: __________________________________________ Example: __________________________________________
Can catch fire Can make me sick
Example: __________________________________________ Example: __________________________________________
4
3
Activity 3: Identifying safety gear
5
PROBLEM S Everyone wears safety gear to protect themselves. Bike helmets, mittens, boots, rubber gloves, life jackets,
 Matching: relating
hard hats and safety glasses are only a few of the types of safety gear we wear at home or at work. This activity
facts
 Identifying presents two exercises to familiarize students with the important role safety gear plays in keeping people safe.
occupations in the
community
Exercise A: Franky the firefighter
G etting started
This exercise asks students to gear up a firefighter for
work by selecting the protective equipment he needs to
wear to protect himself on the job. Photocopy the next
two pages for your student s, give them safety scissors
and coloured pencils or crayons and they should be
ready to start dressing Franky.
Answers:
Franky the firefighter needs his:
- helmet
- fireproof suit
- boots
- gloves
Teacher’s Note
Help Franky the firefighter find his safety gear that will protect
him from dangers at work. Colour and cut out the correct
safety gear and paste them on Franky.
6
7
3
Teacher’s Note
PROBLEM S
Activity 3: Identifying safety gear, continued
 Matching: relating The second exercise in this activity asks students to make the connection between various types of safety gear and the
facts occupations and activities that require the gear. They’ll learn that safety gear is something used in all types of activities
 Identifying
and jobs to protect people.
occupations in
the community
Person Safety gear How it works

keeps the sun off their
Exercise B: Match the safety gear to Farmer hat head to prevent sun
the job or activity stroke
protects their head

Cyclist helmet from impact if they get
hit or fall
G etting started
protects their face and
Photocopy the handout on the next pag e for your Firefighter helmet with face shield
head from objects
students. The column on the right of the handout has
pictures of various types of safety gear. Students can protects their head
match the gear and the corresponding job or activity by Construction worker hard hat
from falling objects
drawing a line between them.
When students have finished the exercise you may want keeps them from
to have a class discussion to talk about how each piece Dentist mask spreading germs to
of safety gear helps protect the person from injury. patients
will keep them floating

Boater life jacket
if they fall in the water
protect hands from hot

Dishwasher rubber gloves
water and detergent
8
Match the safety gear to the person
9
Draw a line from the person to the safety gear they should be using.
Farmer
Dentist
Cyclist
Boater
Construction
worker
Dishwasher
Fireﬁghter

4
Teacher’s Note
I DENT IFYING & S OLVING Activity 4: Spot the hazard

PROBLEM S
 Identifying danger -
The picture used in this exercise presents students with a messy bathroom. Their job is to spot the hazards. Part of
ous situations knowing why we must follow safety rules is understanding the consequences when safety rules aren’t followed. This
 Problem solving exercise should generate a lot of class discussion on dangerous situations and how safety rules can prevent injuries.
 Group cooperation
1
Answers: 8: Carrying too many things obscures vision
and may cause you to trip and fall 2
1: Cracks in the wall may cause tiles to fall
9: Overflowing water is a slipping hazard
2: Unhooked shower curtain 11
10: Unmarked cleaning products are a
3: Continuously running water is a flooding
chemical hazard; the handle of the
8
hazard 3
plunger is a tripping hazard
4: Shower curtains that dangle outside the 12
11: Uncapped medicines are a chemical
tub may cause a tripping hazard 9
hazard
5: Toys lying around are a tripping hazard
12: Open toilet lids can slam down on
6: Appliances near water may cause someone’s fingers
electrical shock
13: Unravelled toilet paper causes a tripping
5 6
7: Dirty laundry lying around is a tripping hazard and can also spread germs from 4
hazard the floor 10
7 13
G etting started
This activity can be done by students individually, in small groups piece of paper. For every dangerous situation they find, they get
or by the class as a whole. In each case begin by photocopying and one point.The group will receive two extra points if they can
distributing the handout on the next pag e. also i ndi c ate w hat needs to be done to mak e the si tuati on safe.
Each group could present to the class one of the hazards they
 Individual students will need to circle the hazards they find and
find and their suggestions for fixing it.
write their suggestions on the back of the handout.
 In the case of a class discussion, you could create an overhead
 If done in small groups, ask each group to find as many
and ask students to point out the hazards and suggest ways to
dangerous things in the picture as possible and list them on a
make the situation safer.
10
Try to identify as many hazards as you can in the picture below.
11
Why are they hazards? How can you avoid those hazards?

5
Teacher’s Note

Activity 5: Safety maze
PROBLEM S This exercise is a fun way for students to become aware of the different safety hazards in the community.
 Problem solving
 Decision making
Help Bobby make his way around the

dangerous things in the maze.
G etting started
Photocopy and hand out the maze on the next pag e and
ask your students to draw a path through the maze to the
end.
The objective is to keep Bobby from coming into contact FINISH
with the various hazards in the maze.

After they have completed the exercise you could have a Fragile
class discussion.Perhaps you could start by asking students

if they have encountered any of the hazards and if they
know what to do if they come across them again.
BLEACH
12
13
BLEACH
dangerous things in the maze.

Help Bobby make his way around the
FINISH
Fragile

6
Teacher’s Note

PROBLEM S
Activity 6: Don’t share germs, part 1
 Hands-on learning While students are learning to share, they need to know that germs are something they don’t want to share. Try these
 Taking care of demonstrations to show students how germs spread.
yourself
 Solving problems
G etting started
How germs spread – seeing is believing! Hot potato!
1. Make a simple face by taking a piece of paper and drawing a 1. Have students sit in a circle and pass around a sponge ball
face on it. Cut out a nose and mouth. covered with flour to each other.
2. Attach another piece of paper to the back of the face. 2. After it has been passed to each student in the circle, tell
them that the flour represents germs. The students will see
3. U se the spray bottle of w ater to spray the fac e you have made.
how quickly germs can spread from one person to another.
The face will have water on it.
3. Ask students which of the following can spread germs:
4. Remove the piece of paper behind the face to show that it too
has water on it. This demonstrates how germs can enter the  sneezing – yes  watching TV – no
body when some coughs or sneezes near our face.
 running– no  coughing – yes
5. Remind students to always cover their mouth and turn their
head away from other people when they cough or sneeze to  sharing a glass of  kissing – yes
keep germs from spreading. juice – yes
Materials required: Materials required:

A paper face, extra paper, water and a spray bottle A sponge or sponge-type ball
14
6
Activity 6: Don’t share germs, part 2
15
PROBLEM S Once students see how easily germs can be passed around, they will understand why it’s important to
 Hands-on learning wash their hands when they’ve come into contact with germs. This part of the activity teaches them how to
 Taking care of wash their hands properly and when they will need to do so.
yourself
G etting started
Keeping germs from spreading How to wash your hands
After passing the hot potato around students will understand the 1. Photocopy and pass out the handout on the next pag e and go
need to wash their hands.The next step is to illustrate the importance over the six steps to washing your hands with the students. Have
of using warm water and soap. students practice proper hand washing while singing the hand
washing song.
1. Place a small amount of vegetable oil on your hands and sprinkle
cinnamon on your palms to represent germs. Ask students to pre - 2. Have students take home a copy of the handou t and ask them to
dict what will happen when you wash your hands in cold water. have someone help them post it near the sink so they can follow
Students will notice that the “germs” remain on your hands when the hand washing procedures at home.
you put your hands in cold water.
When to wash your hands
2. Next, ask the students to predict what will happen if you wash
Review with students when they should wash their hands:
your hands with warm water and soap. Students will see that
the “germs” are easily washed away. They should understand that  after using the bathroom
washing your hands with warm water and soap is an important  before eating
thing to do to stop germs from spreading.
 after touching animals
Materials required:  before preparing food
Vegetable oil, cinnamon, basin of cold water, basin of warm  if they touch raw meat or fish
water, soap
We gratefully acknowledge the Workers Compensation Board of

Prince Edward Island for permission to adapt this activity.
Teacher’s Note
Wash, wash, wash your hands!

Follow these simple tips for
washing your hands and watch
the germs go down the drain:
Wet your hands with warm water.
Put soap on your hands.
Rub both sides of your hands and in

between your fingers.
The hand washing song
Rinse with warm water. While washing your hands, sing the hand
washing song three times (sing to the tune
Dry hands with a clean towel. of “Row, row, row your boat”).
Wash, wash, wash your hands, germs go

Turn the water off with the towel down the drain
so you won’t get your hands dirty
Rub and scrub, rub and scrub, wash the
again. germs away!
16
7
Activity 7: Fighting germs
17
PROBLEM S In this activity students will learn that germs come from living things and that they can protect themselves when
 Taking care of dealing with animal droppings, raw food, people with viruses or other biological hazards they may encounter at
yourself home and at school.
G etting started
Review questions:
1. Photocopy and hand out “Where do germs come from?” and
“How do germs get into your body?” on the next two pages. After you use the washroom, what should you do first?
Ask students to circle the things that can make them sick  wash your hands
and answer yes or no to the questions about how germs
enter the body. Your friend asks to use your hairbrush. What should you do?
When you go over the answers, reinforce the point that  say no (germs can be spread) or wash the brush in warm soapy
germs come from living things. Answers: Raw chicken, water before and after she uses it
dog, mosquito, baby; yes is the answer to each question
If you have a cut on your hand, what should you do? Why?
on the second handout except “through your clothes.”
 put a bandage on it so germs can’t get into the cut
2. Discuss how we can protect ourselves and keep germs
If you have to clean out the cat litter or bird cage, what should you
from entering our bodies. Suggestions would include cov -
wear on your hands to protect yourself from germs?
ering open cuts, wearing gloves, washing our hands and
avoiding sharing personal items. Ask the questions on this  wear rubber gloves to keep the germs from touching your hands
page as a review to complete the exercise.
If you cough, what should you do to protect others from germs?
3. Photocopy and distribute the handout on page 20 so students  cover your mouth and turn your head away from others
have a reminder about proper handwashing technique
and things they can do to keep germs from spreading. You
could also post it in the classroom or near a sink.
Teacher’s Not e
Where do germs come from?

Circle the things that can make you sick
18
How can germs get into your body?
19
Circle yes or no to answer each question.
Through your nose? Yes No
Through your clothes? Yes No
Through your mouth? Yes No
Through a cut in
your skin? Yes No
Through your eyes? Yes No

How to fight germs

Wash your hands Cover up
Cover your mouth

when you cough.
Cover cuts with a

bandage or with
gloves.
20
8
Teacher’s Note
Activity 8: Safety rhymes

EMPHASIS LITERACY
ON
Making safety fun and meaningful is key to making thinking about safety “stick” with young people. In this activity
 Creating rhymes
 Creativity students will be using their skills to analyze and create poems with a safety theme.
Humpty Dumpty sat on a wall

Humpty Dumpty had a great fall
All the King’s horses and all the King’s men
Couldn’t put Humpty together again!
Jack, be nimble Jack jumped high

Jack, be quick Jack jumped low
G etting started Jack, jump over Jack jumped over
The candlestick And burned his toe
Provide groups of students with one
of the rhymes or something similar.
Ask students to: Jack and Jill
 determine what went wrong and Went up a hill
how the injuries could have been To fetch a pail of water.
prevented. Jack fell down
 create a new verse for each of And broke his crown
the rhymes with a safety theme, And Jill came tumbling after.
creating a happy ending where
safety measures were followed
and injuries were prevented.
21
9
Activity 9: Get rhythm!
22
EMPHASIS ON LITERACY
Teaching students about safety through song and dance are fun and interactive ways to reinforce the concept
 Dance
 Singing that to stay safe, they must be able to recognize potential danger, make good choices and act in a responsible
 Creativity and thoughtful manner. Here are some suggested song and dance activities provided courtesy of the
 Creating rhymes Workers Compensation Board of Prince Edward Island.
Stop, Think, Do
G etting started (to the tune of “This Old Man”)
Stop, Think, Do
Stop, think, do Listen to your teacher
This song is accompanied by a series of movements. The verses,
Stop: extend arm and raise Make a cup shape with hand
followed by their accompanying movements, are on this page. The
hand with palm facing out to and place behind ear
lyrics are in red type and the movements in black type follow.
indicate stop
You’re a Safety Superstar Think : place index finger on
Think of others and
forehead your space
You may choose to have students add more verses to the song or
develop a dance to accompany the song. The words are on the Do: put one hand in front of Extend both arms out with a
handout on page 23. If you photocopy and pass out the lyrics, the other and create a spinning sweeping gesture
students could add new verses on the back of the page. movement by placing one hand
in front of the other several You’ll have a lot of fun
Rockin’ Safety Rap times Extend arms above head in a
Photocopy and hand out the lyrics to this rap, found on page 24. (repeat this verse once more ) “hooray”-type gesture
As a class, decide what rhythm would work best for the students
in the class, then have students learn the lyrics to “Rockin’ Safety Staying safe And be happy, smart
Rap.” Once students have learned the original lyrics, have them
Cross arms in front of each
and safe
work in small groups to create additional verses to add to the
other and place on shoulders Place index fingers on either
song.
so you are hugging yourself side of mouth and smile, raise
You may also choose to have students create a dance that can be arm and place index finger
performed simultaneously with the song. Is up to you on forehead, then cross arms
Encourage students to perform their rap and dance for younger Release left arm, hold out hand in front of each other and
classes or other groups in the school. and use index finger to point to place on shoulders so you are
the person on your left hugging yourself
Teacher’s Note
You’re a safety superstar!

Sing the song to the tune of “Twinkle, Twinkle, Little Star.”
Here are some rules for you and me.
See how important they can be!
Respect your space and others too.
Just stop and think before you do!
These are the rules we all should know.
We follow the rules wherever we go!
23
Rockin’ safety rap…
24
Yo, yo, you listen up I’m gonna stop then do
To what we have to say ‘Cause I’m gonna think
You gotta live real safe I’m gonna stay real safe
Each and every day! ‘Cause getting hurt would really stink
You gotta see the danger Yo, yo, I’m here to tell you
That is in your way You gotta walk, not run
When it comes to staying safe But hey, that doesn’t mean
You know what to say... We can’t all have fun!
Bein’ safe is really kinda neat

It’s all about stayin’ on our feet
Staying safe is really kinda cool
We always know exactly what to do...

I’m gonna stop, then do
‘Cause I’m always gonna think
I’m gonna stay real safe
‘Cause getting hurt would really stink!

10
Teacher’s Note

EMPHASIS ON LITERACY
Problem solving
Activity 10: Safety rules!
 Reflecting Everyone lives with rules. Not everyone likes rules, perhaps because not everyone knows why certain rules are in place
 Predicting and what they do to protect us. In this activity, students will be exploring why we have rules and relating the concept to
 Participating in their own lives. They are called upon to think about the potentially dangerous situations and set some safety rules. This
safety activities
is a life skill that, if well developed, can prevent injuries in all areas of their lives.
G etting started
Understanding rules: why Rules brainstorming
do we have rules? Before a NEW activity (art project,field trip) have students brainstorm
1. Class discussion three rules that will apply to that activity. Have everyone agree on
those rules and understand the consequences of not following
Ask: What are some decisions you make or rules you follow every them.
day that help keep you safe? ( e.g. cross the street at the corner or
with the crossing guard; don’t talk to strangers; tie my shoes ) When the activity is completed, have the class determine if the safety
rules were all followed. Those who have followed the safety rules or
Ask : What are some rules that your parents make for you that help showed leadership in making sure that others followed them can
keep you safe? ( e.g. don’t let me go out by myself at night; wear a receive a safe student certificate.
seat belt in the car )
Ask: What are some decisions you have made in the past that could
have resulted in you being hurt? ( e.g. I climbed a ladder without Congratulations for being a safe student!
supervision; I ran on icy sidewalks )
Ask: What are some choices you can make today that will keep you ______________________________________
healthy and safe in the future? ( e.g.eating healthy food; not touching
chemicals without permission, not touching sharp knives ) In recognition of: _______________________
2. Classroom safety mural

Signed: ________________________________
Use post-it notes or construction paper for students to write down
safety rules and put them on a mural. These can be reviewed as a
regular class routine. Younger students may want to draw pictures, –– Making safe choices is smart ––
which can be used to create a collage of drawings of safety rules.
25
11
Teacher’s Note
FOCUS ON VOCABULARY Activity 11: Safety alphabet

 Vocabulary building This activity challenges students’ knowledge of the alphabet and asks them to be creative in coming up with
 Recognizing safe
behaviours safety messages or pictures to fit each of the 26 letters. “X” and “Z” should be a real challenge!
 Cooperation
G etting started
Individually, for each letter of the alphabet, students will create
a safety word or message. The safety messages can be related to
home, school, sports or work. These can be posted on a bulletin
board.
As a class activity, a master list of safety rules from A to Z can
lways look both ways before you cross the street.
be created, taking one letter from each student’s individual
assignment.
If this activity is done in groups, you may want to assign each
group a range of letters (A–E, F–J, etc.). Working from A to Z, each e careful around strangers.
group can present their safety messages to the rest of the class.
The safety messages can be posted on a safety word wall.
For younger students, you may assign each of them one letter from
the alphabet. Each student can print that letter on a piece of paper
and then draw a picture about safety rules or things they do to arry your backpack safely.
stay healthy and safe. Students can stand up, show their letter and
talk about the safety message in their picture.The pictures can be
hung up from A to Z to create a safety alphabet.
We gratefully acknowledge the Workers Compensation Board of

Prince Edward Island for permission to adapt this activity.
26
12
Activity 12: Safety word scramble puzzles
27
FOCUS ON VOCABULARY
 Vocabulary
This activity provides puzzles that will challenge students’ knowledge of word patterns and help develop their
 Recognizing word problem solving skills. One puzzle is best suited for younger students and the other is more suited to older
patterns students.
 Problem solving
Find the hidden message:

TYFESA RAEG S A F E T Y G E A R
6
FREI GUINHSETRIEX F I R E E X T I N G U I S H E R
G etting started
CAKPAKCB B A C K P A C K
The puzzles on the next two pages can be
photocopied and assigned to individual students MIALSCECH C H E M I C A L S
or small groups. 3
SERMG G E R M S
Both are word scramble puzzles, but the second
is more complex and has the added challenge of HAHTELY H E A L T H Y
8
deciphering a safety message. RUFAHML H A R M F U L
7
DUARESNOG D A N G E R O U S
2
LOSHOC S C H O O L
5
KSRIS R I S K S
Answers: 10
TCFAFRIGIHTL T R A F F I C L I G H T
Safety word scramble: 1
TOSP SING S T O P S I G N
1. SAFE 5. BOOTS
TASE TELB S E A T B E L T
2. CLEAN 6. HELP 4
TESNLI L I S T E N
3.ASK 7. KNOW 9
4. GERMS BIEK LETMEH B I K E H E L M E T
8. RULES
F O L L O W R U L E S
1 2 3 4 5 6 7 8 9 10
Teacher’s Not e
Safety word scramble

Unscramble the letters to find words about safety.
1. FESA ________ 5. BOTOS ________
2. ENACL ________ 6. PHLE ________
3. KAS ________ 7. WONK ________
4. RMESG ________ 8. SEURL ________

28
Find the hidden message
29
Unscramble the letters to find words about safety.
TYFESA RAEG
6
FREI GUINHSETRIEX
CAKPAKCB
MIALSCECH
3
SERMG
HAHTELY Unscramble each of the

RUFAHML
8
words.When you’re done,
7 write down the letters from
DUARESNOG
2 the boxes with numbers
LOSHOC
5
below them in the message
KSRIS box at the bottom of the
10
TCFAFRIGIHTL page. It will give you a safety
TOSP SING
1 message.
TASE TELB
4
TESNLI
9
BIEK LETMEH
W
1 2 3 4 5 6 7 8 9 10
13
Teacher’s Note
FOCUS ON VOCABULARY Activity 13: Hazard symbol word search

 Vocabulary This activity provides a puzzle that will challenge students’ knowledge of word patterns and hazard symbols. This
 Recognizing word
patterns
activity is best suited as a follow-up to the activity on page 6 that teaches students to recognize hazard symbols.
 Problem solving
G F S S K U L L H F F M
G etting started Q
S
W
E
Z
X
N
P
O
L
U
O
K
D
J
E
V
B
D
J
L
A
B
L
Photocopy the puzzle on the next K D Q E W V B N M R M O
page and ask your students to try to A F T H J K X C N P E W
find the words in the grid. B I Z X A S B U R N S U
They will need some knowledge O R D R U Y I K L T Y P
of the hazard symbols to place the O E D B O N E S G J G Y
words they find under the correct M I H R T W I P O M C Z
symbol. R T S I C K W Q E R F G
H E A T B E A T A W A Y
Please see the activity about recog -
V Y U C K B N G R E W P
nizing hazard symbols on page 6
for more information about hazard
symbols.
Explosive Corrosive Flammable Poison

EXPLODE BURN FIRE SICK
BLOW UP EAT AWAY HEAT SKULL
KABOOM BONES FLAMES YUCK
30
Word search puzzle: hazard symbols
31
Find and circle the words in the list. Words in the puzzle can be read across or down.
EXPLODE G F S S K U L L H F F M
BURN Q W Z N O U K J V D L B
FIRE S E X P L O D E B J A L
SICK K D Q E W V B N M R M O
BLOW UP A F T H J K X C N P E W
EAT AWAY B I Z X A S B U R N S U
HEAT O R D R U Y I K L T Y P
SKULL O E D B O N E S G J G Y
M I H R T W I P O M C Z
KABOOM
R T S I C K W Q E R F G
BONES
H E A T B E A T A W A Y
FLAMES
V Y U C K B N G R E W P
YUCK
Sort the words under the symbol they belong with:
Explosive Corrosive Flammable Poison
________ ________ ________ ________

________ ________ ________ ________
________ ________ ________ ________


1-Smart Choices Curriculum Grade 3

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1-Smart Choices Curriculum Grade 3

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Grade 3

TEACHING AND LEARNING CONNECTIONS

© Queen's Printer for Ontario, *2007. Reproduced with permission.

© Queen’s Printer for Ontario, *2007. Reproduced with permission.

English Language Arts

Protecting Yourself, Your Family and Your

Community Personal Wellness

Citizenship, Power, and Governance

1.Identify examples of their rights and responsibilities as citizens

Symbol Hazard Where you might see a label

fire easily if it is near heat, flames or  Adhesives

For more information…

Know the hazard symbols

Can blow up or explode Can burn me

Example: __________________________________________ Example: __________________________________________

Can catch fire Can make me sick

Example: __________________________________________ Example: __________________________________________

Exercise A: Franky the firefighter

© Queen's Printer for Ontario, *2007. Reproduced with permission.

Person Safety gear How it works

protects their head

will keep them floating

protect hands from hot

© Queen's Printer for Ontario, *2007. Reproduced with permission.

Live Safe! Work Smart!

I DENT IFYING & S OLVING Activity 4: Spot the hazard

Live Safe! Work Smart!

I DENT IFYING & S OLVING

Help Bobby make his way around the

with the various hazards in the maze.

class discussion.Perhaps you could start by asking students

© Queen's Printer for Ontario, *2007. Reproduced with permission.

dangerous things in the maze.

Live Safe! Work Smart!

I DENT IFYING & S OLVING

Materials required: Materials required:

© Queen's Printer for Ontario, *2007. Reproduced with permission.

We gratefully acknowledge the Workers Compensation Board of

Wash, wash, wash your hands!

Wet your hands with warm water.

Put soap on your hands.

Rub both sides of your hands and in

Wash, wash, wash your hands, germs go

Where do germs come from?

© Queen's Printer for Ontario, *2007. Reproduced with permission.

Through your nose? Yes No

Through your clothes? Yes No

Through your mouth? Yes No

Through your eyes? Yes No

Live Safe! Work Smart!

How to fight germs

Cover your mouth

Cover cuts with a

Activity 8: Safety rhymes

Humpty Dumpty sat on a wall

Jack, be nimble Jack jumped high

You’re a safety superstar!

Here are some rules for you and me.

See how important they can be!

Respect your space and others too.

Just stop and think before you do!

These are the rules we all should know.

We follow the rules wherever we go!

© Queen's Printer for Ontario, *2007. Reproduced with permission.

Example: Example:

Example: Example:

1. FESA 5. BOTOS

2. ENACL 6. PHLE

3. KAS 7. WONK

4. RMESG 8. SEURL